1. Jean Mistele Radford University September 24, 2015 Betti Kreye Virginia Tech

2.   Our Mathematics Specialists experienced apprehension as emerging leaders working with their colleagues.  Our focus is to use the research for motivating students academically, to motivating colleagues.  How can academic motivation help me as an emerging mathematics specialist/leader?  Researchers have found a correlation between motivation and learning. Jones (2009) defines academic motivation as “a process that is inferred from actions … and verbalizations … whereby goal-directed physical or mental activity is instigated and sustained” (p. 272) Why Talk About Motivation?

3.   The MUSIC Model was developed by Dr. Brett Jones, Virginia Tech.  Each letter represents a key component of motivation.  It is based on social-cognitive theoretical framework that says students have psychological needs and when met, it impacts students perceptions and beliefs that influences their learning.  M = eMpowerment  U = Usefulness  S = Success  I = Interest  C = Caring MUSIC Model

4.   Definition: the amount of perceived control students have over their learning.  Fundamentally, students need to perceive that they have some control over their learning.  How to implement “eMpowerment”. 1.Allow student to choose whenever possible; such as their collaborative learning partners. 2.Allow students to control the pace of the lesson 3.Engage students in the creation of classroom policies. This helps them from feeling controlled. eMpowerment

5.   Definition: Teachers need to let students know why the content is useful.  Research has shown that students’ motivation is impacted by perceptions of usefulness for their future.  How to implement “Usefulness”? 1.Let students know how it is ties into their long term goals or the “real world”. 2.Create “real world” activities using the content Usefulness

6.   Definition: Designing course work so that all students can experience success if they put forth the effort to gain the knowledge and skills.  Students need to believe, if they put forth the effort, that they will succeed.  How to implement “Success” 1.Students need to know your expectations 2.The learning activities need to challenge students – not too hard, not too easy. 3.Students need regular and useful feedback 4.Allow for “re-do” because that demonstrates your focus is on learning. Success

7.   Definition: Designing lessons and nurturing students so that interest in or liking, the content may develop.  Interest is defined along a continuum.  Situational – temporal, context specific, like curiosity, which can last a short time or can last through the activity or lesson.  Individual interest – includes positive feelings and student seeks out opportunities to re-engage with the topic. Interest

8.   How to implement “Interest” 1.Design lessons that relate to student’s background knowledge and interests outside of school. 2.Choose activities that engender emotions. At times, negative emotions can be useful, where a student can take the role of devil’s advocate or critique. 3.Teachers show interest and enthusiasm in the content. 4.Other components of the model also promote interest such as empowerment Interest

9.   Definition: Teachers demonstrate care in the student’s learning in addition, students need to perceive the teacher cares for them on a personal level.  How to implement “Caring” 1.Show concern for students failures, provide reassurance for struggling students and celebrate with students learning successes 2.Show concern and interest in students lives inside and outside of school 3.Design lessons so that students can learn content and get to know their classmates on a personal level. Activities 1 and 2 Caring

10.   Find other people that have the same article as you.  In your groups, read the article and discuss the following: 1. Identify the MUSIC Model components used by the authors 2. Identify the one MUSIC Model component that appears to be dominate in the article and explain why. Activity 1

11.   We will watch 3 video clips of teachers in the classroom.  We look at a novice teacher, an experienced teacher, and an expert teacher as they lead their class in different aspects of a mathematics activity – introduction, clarifying directions, and implementation.  On your activity sheet, identify the MUSIC Model components you witnessed the teacher using.  We will have a full group discussion on your observations. Activity 2: MUSIC Model Teacher and Students

12.  VideoSegmentEmpowermentUsefulnessSuccessInterestCaring Novice Teacher Introduce Activity Experienced Teacher Clarifying Directions Expert TeacherPresenting Task Activity 2: MUSIC Model Teacher and Students

13.   As a mathematics specialist or leaders, what skills do you think you need to support the teachers in your school?  How can the MUSIC model help us support our teachers? The MUSIC Model and Mathematics Leaders

14.   We will watch 3 video clips of a mathematics coach interacting with a teacher.  We look at the interaction of the coach with a novice teacher, an experienced teacher, and an expert teacher in their pre-lesson conference session.  On your activity sheet, identify the MUSIC Model components you witnessed the coach using with each teacher.  We will have a full group discussion of your observations. Activity 3: MUSIC Model Mathematics Leaders

15.  VideoSegmentEmpowermentUsefulnessSuccessInterestCaring Novice Teacher Pre Conference: Literature and Inquiry Conflict Experienced Teacher Pre Conference: Debating Approaches Expert TeacherPre Conference: Clarifying concepts Activity 3: MUSIC Model Mathematics Leaders

16.   Please write a few sentences for each prompt: 1. Please identify the 3 most important things you gained from this session. 2. What will you attempt to use next week with your teachers?  Please hand your exit slip to one of us – Thanks! “Music is harmony and that is what we’re trying to create” – Quote from an Emerging Teacher Leader (2013) Exit Slip: Reflection